“Rise of the Latinx Vote”

January 7, 2021

A dark blue graphic featuring a circular emblem on the left with multicolored triangular rays around the edge and the words “Hispanic Heritage Month” in stylized capital letters inside. On the right, large cursive white text reads “Rise of the Latinx Vote,” and smaller text below reads “Hispanic Identity at the Polls."

Contributed by Alonso Velásquez

On October 7, 2020, El Instituto co-sponsored a roundtable discussion “Rise of the Latinx Vote,” with the Connecticut Democracy Center (Old State House). This virtual event was co-organized by CDC events organizer, Mariana García, and El Instituto’s Director, Samuel Martínez. Moderated by UConn Political Science/El Instituto Associate Professor Charles Venator, the panel included prominent academic experts from across the country alongside two Connecticut State Representatives.

Western Carolina University’s Dr. Ben Francis Fallon started the event with an overview of the history through which Latinos first came to be a political voice in 1960 with the “Viva Kennedy” campaign, which was mostly composed of Mexican Americans and Puerto Ricans, which had and continue to be the largest communities. With the Civil Rights Act, the use of Spanish became legally protected, as discrimination due to one’s language became illegal. With US society historically seen along White/Black lines, both parties sought to appeal to Latinos, often, however, without taking account of regional and national origin particularities. The concept of “the Latino vote,” for Professor Fallon, was in no way a pre-ordained outcome but involved tense compromises among community issue leaders and the Republican and Democratic Parties’ leaderships. SUNY Albany Professor José Cruz followed Fallon, to make the point that the Latino vote is on one hand a myth (there being no unity of opinion among Puerto Ricans, Cubans and Mexicans) but that disunity among the Latinx community is not necessarily a bad thing: politicians who know each community’s issues and opinions can zone in on what matters to people of each nationality.

In Connecticut, Puerto Ricans constitute over half of the entire Latinx population and are 8% of the entire state’s population, the largest out of any state. Democratic State Representative Geraldo Reyes said he felt Puerto Rico had been unfairly treated by the Trump administration, citing tensions underlying Puerto Rican Governor Wanda Vásquez’ endorsement of the president. The University of Texas’ Professor Victoria DeFrancisco Soto said that the Latinx vote remains a “sleeping giant” in large part because politicians have mostly not yet learned how to recruit its support. She said that politicians tend always to tie the Latinx community to immigration, even though polls have shown that other issues, notably healthcare and the economy, are higher concerns. She also said that immigrants are more likely to be closer to their roots and have more conservative values, such as opposition to abortion. The discussion was rounded out by State Representative Christopher Rosario, who voiced great uncertainty about how the COVID-19 pandemic would impact the Latinx turnout, noting how greatly physical distancing had changed campaigning by limiting door-to-door canvassing and appeals. Ultimately, in great part to early mail in voting, an unprecedented number of Americans, including a record number of Latinos, voted in the 2020 elections.

 

Instituto MA Alumni Win Fellowship to Promote Campus Latinx Dialogues

October 20, 2020

Latinx and Latin American Studies MA graduates, Pauline Batista and Lauren Pérez-Bonilla (now doctoral students in UCONN Geography and Education, respectively), together with History doctoral student Claudio Daflon, have been awarded an Initiative on Campus Dialogs (ICD) Fellowship to develop a year-long project, “Vamos!” Vamos! seeks to gather UConn’s growing Latinx population within a space where Afro Latinx, Queer Latinx, and other underrepresented Latinx populations can lead conversations around too-often sidelined Latinx identity-related issues. All students are welcome to attend their meetings. The group will meet biweekly (virtually or at available campus spaces such as Cultural Centers in the Fall 2021). Drawing guidance from Paulo Freire’s (1994) participatory action framework, Vamos! aims to promote student-centered conversations, in partnership with various student-led organizations on campus. The project will also bring a guest artist or speaker from abroad by the end of the semester. Email Siara Maldonado (siara.maldonado@uconn.edu) for information on meeting places and times.

You can read more information about the Fellowship Program on the Human Rights website.

 

La Comunidad Student’s Research Highlighted in UConn Today

October 16, 2020

A recent story in UConn Today featured research on Latinx Huskies’ experiences at UConn and after college. The project was led by Brianna Chance (SFA ’23), La Comunidad student and vocal performance (Music) major, with the guidance of founding Comunidad Director and Communication and El Instituto core faculty member, Diana Rios.

Instituto Affiliate Elizabeth Howard Wins Major Department of Education Grant

Together with UConn faculty Professor Manuela Wagner (LCL), Assistant Professor Aarti Bellara (EPSY), Neag School of Education Associate Professor have worked alongside  Instituto affiliate faculty member Elizabeth Howard who has won a $179,000 grant from the US Department of Education for a three-year research project, “Reimagining Dual Language Education: Promoting Equitable Bilingualism and Biliteracy Outcomes through a Focus on Sociocultural Competence.” This 3-year project seeks to address the issue of how best to promote the development of sociocultural competence (SCC) in public schools. Working through a collaborative social design-based experiment, jointly conducted by university researchers together with dual language classroom teachers, the project has four major goals: 1) improve the equitable bilingualism and biliteracy attainment of all dual language students through a greater focus on SCC, 2) improve the measurement of SCC, 3) foster SCC among dual language students, and 4) enhance dual language teachers’ professional competence related to SCC-focused language and literacy instruction. To accomplish these goals, university researchers and participating DL teachers will engage in a professional learning community, in which they will develop and implement instructional approaches designed to promote SCC development.

Here is a brief summary:
Reimagining Dual Language Education: Promoting Equitable Bilingualism and Biliteracy
Outcomes through a Focus on Sociocultural Competence
Dr. Elizabeth Howard, PI and Project Director
Dr. Manuela Wagner, Co-PI
Dr. Aarti Bellara, Methodologist
University of Connecticut
     With current estimates of over 2,000 programs (Gross, 2016), dual language (DL) education, an approach that promotes grade-level academic achievement, bilingualism and biliteracy, and sociocultural competence (SCC) to integrated groups of students through content-language integrated instruction, is a rapidly growing program model in the U.S. The reasons for this growth include a growing body of research on the benefits of bilingualism, awareness of the competitive advantages of multilingualism and SCC in a global economy, and the demonstrated efficacy of these programs for students from diverse backgrounds (Howard et al., 2018). However, the rapid increase of these programs and their embrace by English-speaking parents has led to criticisms of the programs as being elitist and failing to serve the needs of students of color in general and English learners (ELs) in particular (Cervantes-Soon et al., 2017; Flores, 2016). These scholars have called for programs to respond to the cultural needs of minoritized students and address the power dynamics that may be influencing program design and outcomes. This call aligns with the goal of SCC, which has been excluded from accountability systems, thus relegating it to a low priority for overburdened educators who are evaluated based on their ability to promote students’ academic achievement. Of the three DL goals (academic achievement, bilingualism/biliteracy development, and SCC), SCC is the least well-defined and therefore the least understood by practitioners, policymakers, and researchers alike, leaving teachers with little guidance about how to promote or assess it. However, as the rising criticisms of DL education point out, this lack of attention to the so-called ‘third goal’ (Feinauer & Howard, 2014) may seriously undermine the ability of DL programs to meet the other two goals, and to do so in a way that is equitable for all students.
      This 3-year project seeks to address this issue through a collaborative social design-based experiment (Gutiérrez, 2018) jointly conducted by university researchers together with dual language classroom teachers. This research project has four major goals: 1) improve the equitable bilingualism and biliteracy attainment of all DL students through a greater focus on SCC, 2) improve the measurement of SCC, 3) foster SCC among dual language students, and 4) enhance dual language teachers’ professional competence related to SCC-focused language and literacy instruction. To accomplish these goals, university researchers and participating DL teachers will engage in a professional learning community (PLC) in which they will develop and implement instructional approaches designed to promote SCC development. Using a mixed methods research design that incorporates qualitative thematic analysis and multiple regression, the researchers will collect and analyze data from PLC activities and student outcomes. In addition to Dr. Howard, UConn collaborators include Dr. Manuela Wagner, Dr. Aarti Bellara, graduate students Sandra Silva-Enos and Nikki Galvez, and recent graduate Dr. Elena Sada of Eastern Connecticut State University.

Three Instituto Affiliate Faculty Win UConn Humanities Funding Competition

The Office of the Vice President for Research (OVPR) announced the award of five Scholarship and Collaboration in Humanities and Arts Research (SCHARP) Program grants, including the following grants won by affiliates of El Instituto:

SCHARP Breakthrough Award – $50,000

Mark Healey, Department of History
Bibliohack Plus: An Integrated, Low Cost, Open Source Digitization Tool Kit and Workflow for the Global South and Underserved Areas
Co-PIs: Tom Scheinfeldt, Digital Media and Design; Greg Colati, UConn Library; Michael Kemezis, UConn Library

SCHARP Development Awards – $8,000

Cesar Abadia-Barrero, Department of Anthropology
Healing the Land to Attain Peace: A Community-Based Art Project in Rural Colombia.
Co-PIs: Camilo Ruiz-Sanchez, Adriana Katzew

Ariel Lambe, Department of History
Living in the Monster: Cuban Exiles in the United States, 1920–1952